Strategies for Increasing Class Participation

Class participation is critical to facilitating learning, however,
it can be challenging when the same two or three students raise
their hand or blurt out the answer before other students have
had a chance. Consequently, students who need time to process
their answer soon learn to "tune out." To increase class
participation and promote discussion, consider one or more of
the following strategies:

Provide opportunities for students to get to know each other early
in the semester so that they feel more comfortable contributing to
class discussions. This can be accomplished by using an
icebreaker
activity and
learning students’ names as soon as possible. It’s
easier to fade into the background and disengage when students think
they are anonymous.

Give students time to write a response to a question before calling
on someone.

Pose a question and ask how many students have an answer. Then call
on someone who has not recently contributed.

Allow students time to discuss their answer with the person sitting
next to them prior to asking someone from the class to answer the
question.

Use a "call on the next speaker" format. In other words, the student
who answers the question calls on the next speaker (Silberman, 1996).
This strategy is particularly appropriate when students have read
their assignment and/or completed the homework.

Arrange the room to facilitate discussions. A semicircle or u-shape
allows students to see each other and promotes conversation. If you can’t
rearrange the tables and chairs, move around the room, keeping in mind that
wherever you are is the front of the room.

Allow students to respond to each other before jumping in with your
feedback. In other words, don’t let a class discussion turn into a
lecture.

Provide each student with two or three talking chips (or paper clips).
Each time a student contributes to the discussion, they turn in a chip
with the goal being that all students use up their chips. This
strategy encourages the students who tend to monopolize discussions
to save their chips for their most thoughtful comments. Typically,
students receive three talking chips, but it might be less intimidating
to start with two.

Use online communication (e.g. email or discussion forums) to promote
or start discussions. This allows students time to develop a thoughtful
response. Either the instructor or the students could print a copy of
the emails or discussion and bring it to class to further facilitate
the dialogue.

Draw out shy students and minimize monopolizers by asking questions such as:

"How do others feel about this statement?"

"Would anyone else care to comment on...?"

"I would like someone who hasn’t contributed yet to answer this question."

"I expect three or four students to provide a response to the following question."

Use nonverbal cues and be aware of your body language. When a student
contributes to the discussion, particularly one who doesn’t contribute
often, smile and nod. Maintain eye contact and never turn your back on
the student talking. If you need to move, back up, trying to maintain
some eye contact.